TY - JOUR
AU - Wettstein, Emily
AB - SITE • ED: A Student-as-Site Pedagogy Emily Wettstein Harvard University The agency of site has long experiments with the approach in critically within the learning underpinned landscape architecture, the first-year MLA I Landscape space? A student-as-site approach where sitedness is a discipline- Representation sequence at the acknowledges students’ identity defining concept. As landscape Harvard Graduate School of Design. and experience as inextricable educators, we teach our students to 1. Site Condition. Sited design from social, cultural, and political embrace sites as rich palimpsests in landscape architecture employs structures, many of which manifest whose layered histories and nuanced site reading and mapping as in the classroom and studio. At unique characteristics drive the a method for generating design. In each stage in the learning process, design process. We ask students to a similar manner, a student-as-site we must ask, “Who speaks? Who engage multiple ways of knowing approach must begin by mapping the listens? And why?,” and interrogate site, grounding rigorous spatial students themselves. Through this the center-periphery hierarchies that analysis in firsthand phenomeno - site reading, each individual’s unique permeate our classrooms, reviews, logical experience. We encourage history and experience becomes the and unspoken norms. Actively an empathy for 
TI - Call to Action
JF - Journal of Architectural Education
DO - 10.1080/10464883.2020.1790920
DA - 2020-07-02
UR - https://www.deepdyve.com/lp/taylor-francis/call-to-action-oNjdk4Ho93
SP - 182
EP - 183
VL - 74
IS - 2
DP - DeepDyve
ER -